Grade 3 ECOS |1
Grade 3 Essential Course of Study
September
W3.10: Write
routinely over
extended time
frames (time for
research,
reflection, and
revision) and
shorter time
frames (a single
sitting or a day
or two) for a
range of
disciplinespecific tasks,
purposes, and
audiences.)*
*Standard 3.10
will be spiraled
each month.
Anchor
Curriculum
Language
Focus
One Room
Schoolhouse
(Journeys 1.1)
Subject/
Predicate
(Journeys 1.1)
A Fine, Fine
School
L3.1f: Ensure
subject-verb and
pronounantecedent
agreement.
Multiple
Meaning
Words
(Journeys 1.1)
L.3.5a: Distinguish
the literal and
nonliteral
meanings of
words and
phrases in context
(e.g., take steps).
Review the
following
language
components
from grade 2:
Compound
nouns
Contractions
Abbreviations
Reading
Strategy
Focus
Summarize*
RL3.2: Recount
stories, including
fables, folktales,
and myths from
diverse cultures;
determine the
central message,
lesson, or moral
and explain how
it is conveyed
through key
details in the text.
*See appendix
A for
additional
texts that
support
reading
strategy
instruction.
Reading Skill
Focus
Writing trait
focus
Writing activities and
prompts
Story
Structure
Review all six
traits:
Ideas
Organization
Voice
Word choice
Sentence
Fluency
Language
conventions
Formative Prompts:
(diagnostic early
assessments): Give all 3
prompts by the middle of
October. Be sure to enter
scores into data sheets, so
you can measure growth.
RL3.5: Refer to
parts of stories,
dramas, and
poems when
writing or
speaking about a
text, using terms
such as chapter,
scene, and
stanza; describe
how each
successive part
builds on earlier
sections.
Dictionary/
glossary skills
SL3.4d: Use
glossaries or
beginning
dictionaries, both
print and digital,
to determine or
clarify the
precise meaning
of key words and
phrases.
Review the
writing
process:
Brainstorm
Draft
Revise
Edit
Publish
Narrative: After reading
One Room Schoolhouse
about life in a one room
schoolhouse, write a
diary entry telling about
a day in a one room
schoolhouse using
descriptive details.
W3.3: Write narratives to
develop real or imagined
experiences or events using
effective technique,
descriptive details, and clear
event sequences.
Grade 3 ECOS |2
Informative: After
reading A Fine, Fine
School and One Room
Schoolhouse, compare
and contrast Tilly’s
school from A Fine, Fine
School to a real one
room schoolhouse by
grouping related
information together.
W3.2: Write informative/
explanatory texts to examine
a topic and convey ideas and
information clearly.
Opinion: After reading A
Fine, Fine School, write a
letter to Mr. Keene
stating your opinion
about having school on
Saturdays by using a list
of reasons that support
your opinion.
W3.1: Write opinion pieces
on topics or texts, supporting
a point of view with reasons.
Grade 3 ECOS |3
October
SL 3.5: Create
engaging audio
recordings of
stories or
poems that
demonstrate
fluid reading at
an
understandable
pace; add visual
displays when
appropriate to
emphasize or
enhance certain
facts or details.
SL3.6: Speak in
complete
sentences when
appropriate to
task and
situation in
order to provide
requested detail
or clarification.
Anchor
Curriculum
Language
Focus
The Trail of
Cardigan
Jones
(Journeys 1.2)
Sentence
Fragments and
Run-ons
(Journeys 1.3)
Jury Duty
(Drama)
Roberto
Clemente
(Journeys 1.5)
Baseball
Poems
(Poetry)
SL 3.1i Produce
simple,
compound, and
complex
sentences.
Common and
Proper Nouns
(Journeys 1.4)
L3.1a: Explain the
function of nouns
in general and
their functions.
Plural Nouns
(Journeys 1.5)
L3.1b: Form and
use regular and
irregular plural
nouns.
Prefix (mis-)
(Journeys 1.5)
L3.4b: Determine
meaning of a
word when
known affix is
added.
Reading
Strategy
Focus
Infer/
Predict to
draw
conclusions
RI3.4: Determine
the meaning of
general academic
and domainspecific words
and phrases in a
text relevant to a
grade 3 topic or
subject area.
Visualize
RL3.7: Explain
how specific
aspects of a text’s
illustrations
contribute to
what is conveyed
by the words in a
story.
Reading Skill
Focus
Writing trait
focus
Writing activities and
prompts
Cause and
Effect
Word Choice
Introduce the writing
process as students start
revising the all three
formative prompts for
all traits.
RI3.8: Describe
the logical
connection
between
particular
sentences and
paragraphs in a
text (e.g.,
comparison,
cause/effect,
first/second/thir
d in a sequence).
Point of view
RL3.6 & RI3.6:
Distinguish their
own point of
view from that of
the author,
narrator or those
of the characters.
L3.3a: Choose
words and
phrases for
effect.
Simile
L3.5:
Demonstrate
understanding of
figurative
language, word
relationships and
nuances in word
meanings.
Alliteration
W3.4: With guidance and
support from adults, produce
writing in which the
development and
organization are appropriate
to task and purpose.
W3.5: With guidance and
support from peers and
adults, develop and
strengthen writing as needed
by planning, revising, and
editing.
Note: Revising does not
necessarily mean you have to
rewrite the prompt multiple
times. Just use their writing as
a guide as you teach
conventions, ideas, and
organization and then have
them use different colored
pens to make changes in their
own writing.
Grade 3 ECOS |4
November
SL3.1: Engage
effectively in a
range of
collaborative
discussions
(one-on-one, in
groups, and
teacher-led)
with diverse
partners on
grade 3 topics
and texts,
building on
others’ ideas
and expressing
their own
clearly.
SL3.6: Speak in
complete
sentences when
appropriate to
task and
situation in
order to provide
requested detail
or clarification.
Anchor
Curriculum
Language
Focus
Max’s Words
(Journeys 2.6)
Verbs
(Regular and
irregular)
(Journeys 2.6)
Poems that
slither, walk
and fly
(Poetry)
L3.1a: Explain the
function, verbs in
general and their
functions in
particular
sentences.
Young Thomas
Edison
(Journeys
Pronouns
2.10)
(Journeys
2.10)
L3.1a: Explain the
function of
pronouns in
general and their
functions in
particular
sentences.
Synonyms/
Antonyms
(Journeys 2.7)
L3.5: Demonstrate
understanding of
word
relationships.
Reading
Strategy
Focus
Questioning
RL3.1 & RI3.1:
Ask and answer
questions to
demonstrate
understanding of
a text, referring
explicitly to the
text as the basis
for the answers.
Summarize
RL3.2: Recount
stories, including
fables, folktales,
and myths from
diverse cultures;
determine the
central message,
lesson, or moral
and explain how
it is conveyed
through key
details in the text.
Reading Skill
Focus
Writing trait
focus
Writing activities and
prompts
Details
Organization
Word Choice
Continue revising the all
three formative prompts
for all traits.
Figurative
Language
W3.4: With guidance and
support from adults, produce
writing in which the
development and
organization are appropriate
to task and purpose
RI3.2: Determine
the main idea of a
text; recount the
key details and
explain how they
support the main
idea.
SL3.6: Report on
a topic or text,
tell a story, or
recount an
experience with
appropriate facts
and relevant,
descriptive
details.
Sequence of
Events
RI3.8: Describe
the logical
connection
between
particular
sentences and
paragraphs in a
text (e.g.,
comparison,
cause/effect,
first/second/
third in a
sequence.
L3.3a: Choose
words and
phrases for
effect.
L3.5:
Demonstrate
understanding of
figurative
language, word
relationships and
nuances in word
meanings.
W3.5: With guidance and
support from peers and
adults, develop and
strengthen writing as needed
by planning, revising, and
editing.
Grade 3 ECOS |5
December
Anchor
Curriculum
Language
Focus
Jump!
(Journeys
3.11)
Idioms
(Journeys
3.12)
The Extra
Good Sunday
(Journeys
3.15)
Tia Luisa's
Fruit Salad
(Drama)
L3.5: Demonstrate
understanding of
figurative
language.
Subject/ Verb
Agreement
(Journeys
3.13)
L3.1f: Ensure
subject-verb and
pronounantecedent
agreement.
Verb tenses
(Journeys
3.15)
SL3.1e: Form and
use the simple
verb tenses.
Prefixes/
Suffixes
(Journeys 11,14)
L3.4b: Determine
the meaning of
the new word
formed with affix.
Reading
Strategy
Focus
Questioning*
RL3.1 & RI3.1:
Ask and answer
questions to
demonstrate
understanding of
a text, referring
explicitly to the
text as the basis
for the answers.
SL3.3: Ask and
answer questions
about
information from
a speaker,
offering
appropriate
elaboration and
detail.
Infer/predict
RI3.4: Determine
the meaning of
general academic
and domainspecific words
and phrases in a
text relevant to a
grade 3 topic or
subject area.
Reading Skill
Focus
Writing trait
focus
Writing activities and
prompts
Understand
Characters
Ideas
RL3.3: Describe
characters in a
story and explain
how their actions
contribute to the
sequence of
events.
Metaphor
Formative Prompt:
(mid-year assessment):
Finish by end of
February. Complete at
least one of the three
prompts on the
computer.
L3.5:
Demonstrate
understanding of
figurative
language, word
relationships and
nuances in word
meanings.
Dialogue
L3.2c: Use
commas and
quotation marks
in dialogue.
W3.6: With guidance and
support from adults, use
technology to produce and
publish writing (using
keyboarding skills) as well as
to interact and collaborate
with others.
Informative: After
reading The Extra Good
Sunday and Tia Luisa’s
Fruit Salad, write the
steps it would take to
make the meal in The
Extra Good Sunday by
adding illustrations to
support facts.
W3.2: Write informative/
explanatory texts to examine
a topic and convey ideas and
information clearly.)
Grade 3 ECOS |6
January
Anchor
Curriculum
Language
Focus
A Mr. Rubbish
Mood
(Journeys
4.16)
Adjectives/
articles
(Journeys
4.17)
A Tree is
Growing
(Journeys
4.18)
Poems About
Nature
(poetry)
The Raven
(Myth)
L3.1a: Explain the
function of nouns,
pronouns, verbs,
adjectives, and
adverbs in general
and their
functions in
particular
sentences.
Superlatives
(Journeys
4.17)
L3.1g: Form and
use comparative
and superlative
adjectives and
adverbs, and
choose between
them depending
on what is to be
modified.
Verb to be
(Journeys
4.18)
L3.1d: Form and
use regular and
irregular verbs.
Reading
Strategy
Focus
Questioning*
Reading Skill
Focus
Writing trait
focus
Writing activities and
prompts
RL3.1 & RI3.1:
Ask and answer
questions to
demonstrate
understanding of
a text, referring
explicitly to the
text as the basis
for the answers.
Author’s
purpose
Sentence
Fluency
RI3.6:
Distinguish their
own point of
view from that of
the author.
SL 3.1h: Use
coordinating and
subordinating
conjunctions.
Formative Prompt:
(mid-year assessment):
SL3.3: Ask and
answer questions
about
information from
a speaker,
offering
appropriate
elaboration and
detail.
Text &
Graphic
Features
RI3.5: Use text
features and
search tools (e.g.,
key words,
sidebars,
hyperlinks) to
locate
information
relevant to a
given topic
efficiently.
Context clues
L3.4a: Use
sentence-level
context as a clue
to the meaning of
a word or phrase.
SL 3.1i Produce
simple,
compound, and
complex
sentences.
Conjunctions
3.1h Use
coordinating and
subordinating
conjunctions.
Dialogue
L3.2c: Use
commas and
quotation marks
in dialogue.
Narrative After reading
A Mr. Rubbish Mood
about recycling,
continue the story so the
reader knows what
happens when Judy goes
to lunch with her
Sleeping Beauty
lunchbox using dialogue
and character actions
(effective technique).
W3.3: Write narratives to
develop real or imagined
experiences or events using
effective technique,
descriptive details, and clear
event sequences.
Grade 3 ECOS |7
Anchor
Curriculum
February
Language
Focus
MCAS StoryPossessive
The Snow
Nouns
Walker (2009) (Journeys
5.21)
The Journey of L3.2d: Form and
use possessives.
Oliver K.
Woodman
Adverb
(Journeys
(Journeys
5.23)
5.24)
Mountains:
Surviving on
Mt. Everest
(Journeys
5.25)
The Big CleanUp (Drama)
Grasshopper
and the Ant
(Fable)
L3.1a: Explain the
function of nouns,
pronouns, verbs,
adjectives, and
adverbs in general
and their
functions in
particular
sentences.
Reading
Strategy
Focus
Analyze/
Evaluate*
Reading Skill
Focus
Writing trait
focus
Writing activities and
prompts
Sequence of
Events
Fact &
Opinion
RL.4: Determine
the meaning of
words and
phrases as they
are used in a text,
distinguishing
literal from
nonliteral
language.
RI3.8: Describe
the logical
connection
between
particular
sentences and
paragraphs in a
text (e.g.,
comparison,
cause/effect,
first/second/
third in a
sequence).
Formative Prompt:
(mid-year assessment):
Voice
Opinion: After reading
The Snow Walker, do you
think it was a safe choice
to go out in the storm
alone? Be sure to use at
least three reasons to
support your opinion.
Infer/
Predict*
RI3.4: Determine
the meaning of
general academic
and domainspecific words
and phrases in a
text relevant to a
grade 3 topic or
subject area.
Text &
Graphic
Features
RI3.5: Use text
features and
search tools (e.g.,
key words,
sidebars,
hyperlinks) to
locate
information
relevant to a
given topic
efficiently.
Mood/Tone
L3.3a: Choose
words and
phrases for
effect.
Metaphor
L3.5:
Demonstrate
understanding of
figurative
language, word
relationships and
nuances in word
meanings.
W3.1: Write opinion pieces
on topics or texts, supporting
a point of view with reasons.
Administer at least two
short answers and two
open response questions
focused on the Journeys
readings.
Grade 3 ECOS |8
Anchor
Curriculum
Language
Focus
March
MCAS Prep
April
Literature
Circles/
Author Study
Review all
parts of
speech.
Review all
parts of speech
RL3.9: Compare
and contrast the
themes, settings,
and plots of
stories written
by the same
author about the
same or similar
characters (e.g.,
in books from a
series).
L3.1a: Explain the
function of nouns,
pronouns, verbs,
adjectives, and
adverbs in general
and their
functions in
particular
sentences.
Reading
Strategy
Focus
Review all
reading
strategies.
Encourage
students to
use reading
strategies
independently
Reading Skill
Focus
Writing trait
focus
Writing activities and
prompts
MCAS Prep
MCAS Prep –
Open
response
Conventions
Focus on short answer
and open response,
using exemplars.
Have students complete
a short research project
on topic of your choice
that meets CCSS:
Compare/
Contrast
RL3.9 & RI3.9:
Compare and
contrast the
themes, settings,
and plots of
stories written
by the same
author about the
same or similar
characters.
RI3.8: Describe
the logical
connection
between
particular
sentences and
paragraphs in a
text.
L3.2:
Demonstrate
command of the
conventions of
standard English
capitalization,
punctuation, and
spelling when
writing.
W3.7: Conduct short research
projects that build knowledge
about a topic.
W3.8: Recall information
from experiences or gather
information from print and
digital sources; take brief
notes on sources and sort
evidence into provided
categories.
Grade 3 ECOS |9
May
R13.3: Describe
the relationship
between a
series of
historical
events, scientific
ideas or
concepts, or
steps in
technical
procedures in a
text, using
language that
pertains to time,
sequence, and
cause/effect.
Anchor
Curriculum
Language
Focus
American
Revolution or
Massachusetts
Unit*
Focus on
sentence
structure
Literature
Circle/ Author
Study
Conjunctions
3.1h Use
coordinating and
subordinating
conjunctions.
SL 3.1i Produce
simple,
compound, and
complex
sentences.
Reading
Strategy
Focus
Analyze/
Evaluate
Reading Skill
Focus
Writing trait
focus
Writing activities and
prompts
Cause and
Effect
All six traits
- in preparation
for narrative
summative
prompt.
RI3.8: Describe
the logical
connection
between
particular
sentences and
paragraphs in a
text (e.g.,
comparison,
cause/effect,
first/second/
third in a
sequence.
Summative Prompts:
(end-of-year
assessment): Give these
prompts by the end of
May/early June.
Note: If you are using scores
on these prompts for your
SMART goals, complete by
April 30.
Narrative: After
researching and
completing the American
Revolution unit of study,
write a letter back to
family in England detailing
one event that led up to the
American Revolution using
clear event sequence. OR
After researching and
completing a brochure of
Massachusetts, write a
story pretending you
visited Massachusetts
using at least ____ details
from the brochure by using
clear descriptive details.
W3.3: Write narratives to
develop real or imagined
experiences or events using
effective technique,
descriptive details, and clear
event sequences.
G r a d e 3 E C O S | 10
Opinion After reading a
student choice text, would
you recommend this book
to a friend? Be sure to use
linking words and phrases
that support your opinion
and connect your ideas.
W3.1: Write opinion pieces
on topics or texts, supporting
a point of view with reasons.
June
RL3.10 &
RI3.10: By the
end of the year,
read and
comprehend
literature,
including
stories, dramas,
and poetry, and
informational
texts, including
history/social
studies, science,
and technical
texts, at the high
end of the
grades 2–3 text
complexity band
independently
and proficiently.
Anchor
Curriculum
Language
Focus
Frog Unit
Focus on
sentence
structure
SL 3.1i Produce
simple,
compound, and
complex
sentences.
Reading
Strategy
Focus
Summarize*
RL3.2: Recount
stories, including
fables, folktales,
and myths from
diverse cultures;
determine the
central message,
lesson, or moral
and explain how
it is conveyed
through key
details in the text.
Reading Skill
Focus
Writing trait
focus
Writing activities and
prompts
Sequence of
Events
All six traits
Informative: After
researching and
completing the Life Cycle
of a Frog Unit, create a
poster, brochure or
postcards (one postcard
for each step) explaining
the steps of the life cycle
using linking words and
phrases and categories
of information.
RI3.8: Describe
the logical
connection
between
particular
sentences and
paragraphs in a
text (e.g.,
comparison,
cause/effect,
first/second/
third in a
sequence).
W3.2: Write informative/
explanatory texts to examine
a topic and convey ideas and
information clearly.